Book•
Problem-based learning : an approach to medical education
01 Jan 1980-
TL;DR: This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem- based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Abstract: In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences Students in most medical schools, especially in basic science courses, are required to memorize a large number of ""facts,"" facts which may or may not be relevant to medical practice Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn
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07 Jan 2013
TL;DR: Examination of strategies and challenges in facilitating PBL across distance and cultures using both an inductive analysis and Community of Inquiry analysis scheme is examined.
Abstract: The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using video triggers and computer-based technology tools. Medical students from Asia and North America participated in two sessions and watched physicians deliver bad news to a patient in two video cases. Experienced facilitators help support collaboration in the two PBL sessions. An expert facilitator provided advice using a chat box in the video conferencing system. This study examines strategies and challenges in facilitating PBL across distance and cultures using both an inductive analysis and Community of Inquiry analysis scheme. Several conjectures were developed for future research.
24 citations
Cites methods from "Problem-based learning : an approac..."
...These are standard roles used in small group learning situations and follows Barrows and Tamblyn’s (1986) PBL model....
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TL;DR: This study investigated the effectiveness of using an online Clinical Reasoning Guide to assist integration of PBL in the clinical setting and promote further development of students' clinical reasoning abilities.
Abstract: Purpose Implementing problem-based learning (PBL) in the clinical years of a medical degree presents particular challenges. This study investigated the effectiveness of using an online Clinical Reasoning Guide to assist integration of PBL in the clinical setting and promote further development of students' clinical reasoning abilities.
Method A total of 52 students in 6 PBL groups, together with their 6 clinical tutors, participated in the study. Data were analysed from videotaped observations of tutorial activity and follow-up, semistructured interviews.
Results From both the student facilitators' and the clinical tutors' perspectives, the Guide proved an effective tool for augmenting the PBL process in clinical settings and promoting the development of clinical reasoning. By combining computer-aided learning with collaborative PBL tutorials it promoted individual as well as collaborative reasoning. There is also evidence to suggest that the Guide prompted students to look more critically at their own, their colleagues' and other clinicians' reasoning processes.
24 citations
TL;DR: Dental education is currently under scrutiny in order to most appropriately address community needs for the new millennium and needs to include a commitment to life-long learning, and an emphasis on professional ethics and moral responsibility.
Abstract: Dental education is currently under scrutiny in order to most appropriately address community needs for the new millennium. Educational outcomes need to include a commitment to life-long learning, and an emphasis on professional ethics and moral responsibility. These needs are supported by new forms of information delivery with a focus on the electronic media, by student centred and self-directed coursework, and by clinical stimulation. Additionally, at the University of Sydney, selection will follow a first degree. This will allow candidates time for an informed decision to be made for their future professional career and for a period of experience in the tertiary education system.
24 citations
TL;DR: The use of small‐group, case‐based exercises in the gross anatomy course at the University of Rochester suggest that students learn to “think” about the anatomy, and learn to use their understanding and knowledge base in a practical fashion.
Abstract: As part of the curricular change at the University of Rochester School of Medicine and Dentistry, we focused on active learning and greater integration of basic and clinical sciences. With these objectives in mind, this report describes the use of small-group, case-based exercises in our gross anatomy course and provides one example of integrating such activities into a traditional course. In addition to formal lectures and laboratory dissection, students meet approximately every fourth class period in small groups to discuss a clinical case which focuses on the relevant anatomy taught at that time. Two first-year students lead each small group; one fourth-year student facilitator also attends to provide clinical correlations, answer questions, and reinforce the anatomy. Formative feedback suggests students enthusiastically endorse the self-directed active learning; they feel these exercises offer both a valuable approach to learning and an opportunity to practice presentation and leadership skills. First-year students enjoy the interaction with fourth-year facilitators and the fourth-year students appreciate the opportunity to review basic science material. Our data suggest that students learn to “think” about the anatomy, and we hope learn to use their understanding and knowledge base in a practical fashion. Moreover, these case-based exercises can fit nicely into a variety of curricular formats, especially where problem-based tutorials may not be feasible or desirable. © 1994 Wiley-Liss, Inc.
24 citations